Mark Scheme
Summer 2025
Pearson Edexcel
In GCE History (9HI0/35)
Advanced
Paper 3: Themes in breadth with aspects in
depth
Option 35.1: Britain: losing and gaining an
empire, 1763-1914
Option 35.2: The British experience of
warfare, c1790-1918
, Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We
provide a wide range of qualifications including academic, vocational, occupational and specific
programmes for employers. For further information visit our qualifications websites at
www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details
on our contact us page at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
progress in their lives through education. We believe in every kind of learning, for all kinds of
people, wherever they are in the world. We’ve been involved in education for over 150 years,
and by working across 70 countries, in 100 languages, we have built an international reputation
for our commitment to high standards and raising achievement through innovation in
education. Find out more about how we can help you and your students at:
www.pearson.com/uk
Summer 2025
Question Paper P76449A
Publications Code 9HI0_35_2025_MS
All the material in this publication is copyright
© Pearson Education Ltd 2025
, Generic Level Descriptors: Section A
Target: AO2: Analyse and evaluate appropriate source material, primary and/or contemporary
to the period, within its historical context.
Level Mark Descriptor
0 No rewardable material.
1 1–3 • Demonstrates surface level comprehension of the source material
without analysis, selecting some material relevant to the question, but
in the form of direct quotations or paraphrases.
• Some relevant contextual knowledge is included, with limited linkage to
the source material.
• Evaluation of the source material is assertive with little or no supporting
evidence. Concepts of reliability or utility may be addressed, but by
making stereotypical judgements.
2 4–7 • Demonstrates some understanding and attempts analysis of the source
material by selecting and summarising information and making
undeveloped inferences relevant to the question.
• Contextual knowledge is added to information from the source material
to expand, confirm or challenge matters of detail.
• Evaluation of the source material is related to the specified enquiry but
with limited support for judgement. Concepts of reliability or utility are
addressed mainly by noting aspects of source provenance and
judgements may be based on questionable assumptions.
3 8–12 • Demonstrates understanding of the source material and shows some
analysis by selecting key points relevant to the question, explaining
their meaning and selecting material to support valid inferences
• Deploys knowledge of the historical context to explain or support
inferences as well as to expand, confirm or challenge matters of detail.
• Evaluation of the source material is related to the specified enquiry and
explanation of utility takes into account relevant considerations such as
nature or purpose of the source material or the position of the author.
Judgements are based on valid criteria but with limited justification.
4 13–16 • Analyses the source material, interrogating the evidence to make
reasoned inferences and to show a range of ways the material can be
used, for example by distinguishing between information and claim or
opinion, although treatment of the two enquiries may be uneven.
• Deploys knowledge of the historical context to illuminate and/or discuss
the limitations of what can be gained from the content of the source
material, displaying some understanding of the need to interpret source
material in the context of the values and concerns of the society from
which it is drawn.
• Evaluation of the source material uses valid criteria which are justified
and applied, although some of the evaluation may be weakly
substantiated. Evaluation takes into account the weight the evidence will
bear as part of coming to a judgement.
5 17–20 • Interrogates the evidence of the source in relation to both enquiries with
confidence and discrimination, making reasoned inferences and showing
a range of ways the material can be used, for example by distinguishing
between information and claim or opinion,
• Deploys knowledge of the historical context to illuminate and/or discuss
the limitations of what can be gained from the content of the source
material, displaying secure understanding of the need to interpret
source material in the context of the values and concerns of the society
from which it is drawn.
• Evaluation of the source material uses valid criteria which are justified
and fully applied. Evaluation takes into account the weight the evidence
will bear as part of coming to a judgement and, where appropriate,
distinguishes between the degree of certainty with which aspects of it
can be used as the basis for claims.
Summer 2025
Pearson Edexcel
In GCE History (9HI0/35)
Advanced
Paper 3: Themes in breadth with aspects in
depth
Option 35.1: Britain: losing and gaining an
empire, 1763-1914
Option 35.2: The British experience of
warfare, c1790-1918
, Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We
provide a wide range of qualifications including academic, vocational, occupational and specific
programmes for employers. For further information visit our qualifications websites at
www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details
on our contact us page at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
progress in their lives through education. We believe in every kind of learning, for all kinds of
people, wherever they are in the world. We’ve been involved in education for over 150 years,
and by working across 70 countries, in 100 languages, we have built an international reputation
for our commitment to high standards and raising achievement through innovation in
education. Find out more about how we can help you and your students at:
www.pearson.com/uk
Summer 2025
Question Paper P76449A
Publications Code 9HI0_35_2025_MS
All the material in this publication is copyright
© Pearson Education Ltd 2025
, Generic Level Descriptors: Section A
Target: AO2: Analyse and evaluate appropriate source material, primary and/or contemporary
to the period, within its historical context.
Level Mark Descriptor
0 No rewardable material.
1 1–3 • Demonstrates surface level comprehension of the source material
without analysis, selecting some material relevant to the question, but
in the form of direct quotations or paraphrases.
• Some relevant contextual knowledge is included, with limited linkage to
the source material.
• Evaluation of the source material is assertive with little or no supporting
evidence. Concepts of reliability or utility may be addressed, but by
making stereotypical judgements.
2 4–7 • Demonstrates some understanding and attempts analysis of the source
material by selecting and summarising information and making
undeveloped inferences relevant to the question.
• Contextual knowledge is added to information from the source material
to expand, confirm or challenge matters of detail.
• Evaluation of the source material is related to the specified enquiry but
with limited support for judgement. Concepts of reliability or utility are
addressed mainly by noting aspects of source provenance and
judgements may be based on questionable assumptions.
3 8–12 • Demonstrates understanding of the source material and shows some
analysis by selecting key points relevant to the question, explaining
their meaning and selecting material to support valid inferences
• Deploys knowledge of the historical context to explain or support
inferences as well as to expand, confirm or challenge matters of detail.
• Evaluation of the source material is related to the specified enquiry and
explanation of utility takes into account relevant considerations such as
nature or purpose of the source material or the position of the author.
Judgements are based on valid criteria but with limited justification.
4 13–16 • Analyses the source material, interrogating the evidence to make
reasoned inferences and to show a range of ways the material can be
used, for example by distinguishing between information and claim or
opinion, although treatment of the two enquiries may be uneven.
• Deploys knowledge of the historical context to illuminate and/or discuss
the limitations of what can be gained from the content of the source
material, displaying some understanding of the need to interpret source
material in the context of the values and concerns of the society from
which it is drawn.
• Evaluation of the source material uses valid criteria which are justified
and applied, although some of the evaluation may be weakly
substantiated. Evaluation takes into account the weight the evidence will
bear as part of coming to a judgement.
5 17–20 • Interrogates the evidence of the source in relation to both enquiries with
confidence and discrimination, making reasoned inferences and showing
a range of ways the material can be used, for example by distinguishing
between information and claim or opinion,
• Deploys knowledge of the historical context to illuminate and/or discuss
the limitations of what can be gained from the content of the source
material, displaying secure understanding of the need to interpret
source material in the context of the values and concerns of the society
from which it is drawn.
• Evaluation of the source material uses valid criteria which are justified
and fully applied. Evaluation takes into account the weight the evidence
will bear as part of coming to a judgement and, where appropriate,
distinguishes between the degree of certainty with which aspects of it
can be used as the basis for claims.
